REGION __________________

SCHOOL DISTRICT ________________

SCHOOL: ___________________________
SCHOOLS CLASSIFICATION: __________
SCHOOLS REFORM STRATEGY: ___________________________

SYLLABUS FOR SCHOOL YEAR: ______________________

COURSE
ENGLISH

CODE
INGL

CLASSROOM

CAPA. TADO

CREDITS
PRE-REQUISITOS
9TH GRADE ENGLISH
1
HIGH QUALIFIED TEACHER

GRADE
10TH

EMAIL &/OR WEB PAGE

CAPA.
TADO
COURSE DESCRIPTION
This is a high school level English course that aims at developing students listening, speaking, reading, writing, and language communication
skills, so that they become college and career ready. It reinforces and expands students ability to listen, speak, read, write, and use language
skills in order to develop their communication in English.
GENERAL OBJECTIVES
As outcome of this course, students will
1. Become college and career ready through listening, speaking, reading, writing, and language communication skills.
2. Feel comfortable expressing ideas, feelings, and opinions in English.
3. Develop a sense of success, security, and achievement as they learn to improve English language skills.
4. Use English in a variety of real-life situations.
COURSE EVALUATION PLAN

STANDARDS AND EXPECTATIONS

STANDARD 4: WRITING:
Comprehend and analyze information from a variety of listening activities to
1. Write arguments to support point of view using valid reasoning
ask and answer questions on social, academic, college, and career topics.
and sufficient evidence.
STANDARD 2: SPEAKING:
2. Write informational texts to examine and convey complex ideas
1. Contribute to discussions on a variety of social, academic,
and information clearly and accurately through the selection,
college, and career topics in diverse contexts with different
organization, and analysis of relevant content.
audiences.
3. Write literary texts to develop real or imagined experiences or
2. Evaluate information and determine appropriate responses to
events using effective technique, details, and structure.
answer questions effectively.
4. Develop and strengthen writing as needed by using the writing
3. Contribute to social, academic, college, and career conversations
process (planning, drafting, revising, editing, rewriting, or
using accurate and appropriate language.
publishing).
4. Provide, justify, and defend opinions or positions in speech.
5. Use technology, including the Internet, to interact and collaborate
5. Adjust language choices according to the task, context, purpose,
with others and produce and publish writing.
and audience.
6. Conduct research projects of varying lengths based on focused
6. Plan and deliver different types of oral presentations/reports to
questions to demonstrate understanding of the subject.
express information and support ideas in social, academic,
7. Draw evidence from literary or informational texts to support
college, and career settings.
analysis, reflection, and research.
STANDARD 3: READING:
8. Write routinely over short and extended time frames for a variety
1. Read critically to make logical inferences, and cite specific
of tasks, purposes, and audiences.
textual evidence to support conclusions drawn from the text.
STANDARD 5: LANGUAGE:
2. Determine main ideas or themes of a text and analyze their
1. Demonstrate command of the conventions of Standard English
STANDARD 1: LISTENING:

El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.

development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
grammar and usage.
4. Interpret words and phrases as they are used in a text, including
2. Apply Standard English conventions using appropriate
determining technical, connotative, and figurative meanings, and
capitalization, punctuation, and spelling.
analyze how specific word choices shape meaning or tone.
3. Demonstrate understanding of how language functions in
5. Analyze the structure of texts, including how specific sentences,
different contexts to make effective choices for meaning, style
paragraphs, and larger portions of the text (e.g., a section, chapter,
and comprehension.
scene, or stanza) relate to each other and the whole.
4. Determine or clarify the meaning of unknown words and phrases
6. Assess how point of view or purpose shapes the content and style
by using context clues, analyzing meaningful word parts, and
of a text.
consulting reference materials.
7. Integrate and evaluate content presented in diverse media and
5. Demonstrate understanding of figurative language, word
formats.
relationships, and variation in word meanings.
8. Delineate and evaluate an authors argument through evidence
6. Accurately use a variety of social, academic and content-specific
specified in a text.
words and phrases sufficient for reading, writing, speaking, and
9. Compare and contrast two or more authors presentations of
listening at the college and career-readiness level.
similar themes or topics.
10. Read and comprehend complex literary and informational texts
independently and proficiently.
SPECIAL EDUCATION: LAW 51 OF JUNE 7, 1996
Guidelines for adapting assessments strategies for students with special needs and/or abilities and for linguistically and culturally diverse
students will be established in the students Individualized Educational Program (PIE). An accommodation is a variation in the exam environment
or process that does not fundamentally alter what the test measures or affects the comparability of scores. Accommodations may include
variations in scheduling, setting, aids, equipment, and presentation format which is informed by the Special Education Teacher to the English
Teacher.
LANGUAGE INSTRUCTION FOR LIMITED SPANISH PROFICIENT AND IMMIGRANT STUDENTS (CIRCULAR LETTER72013-2014) CIVIL RIGHTS ACT 1964
3.

El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.

UNITS AND THEMES (ORGANIZED BASED ON 40 WEEKS)

WEEK

WEEK

UNIT: 10.3 Choices (7 weeks) CONT.

21

Choices Essay Peer Editing

22

Introducing Context Clues

UNIT: 10.1 Conflict: Analysis of textual

features across the genres (8 weeks)

23

Main Idea, Topic Sentence, Personal Experience Writing

Integrated Assessment 10.1Types of Conflicts

24

Prefix, Suffix, Greek and Latin Roots

Character vs. Self Short Story and Other Types

25

Adjectives and Adjective Placement

Story Maps

26

Word Choice

Writing Process(Prewriting, Drafting, Revising)

Writing process(Editing with peers, final draft, and
publishing)
Book Review Oral PresentationPlot Structure
Pyramid

27

28

Closed and Ended Questions, Main Ideas

Writing for Oral Presentation

29

Family Members Interview

10

Book Review Oral Presentation

30

Historical Read Aloud

UNIT: 10.2 Relationships: Friendships in

Fiction and the Power of Persuasion (7 weeks)

31

Newspaper Project

11

Integrated Assessment 10.2

32

12

Theme, Character, and Plot

33

Inferring Main Idea

Expository Writing

13

Compare Opinions Before and After

14

Daily Quick Writes

34

15

Persuasive Writing- Characteristics of a Good Friend

35

16

Read Aloud

36

PPAA

17

Organization Writing of Persuasive Text

37

PPAA

18

Transitional Words and Phrases

38

POST-TEST

UNIT: 10.3 Choices (7 weeks)

39

FINAL TESTS

19

Integrated Assessment 10.3

40

GRADES, AND OFFICIAL DOCUMENTS REQUIRED

20

PARTIAL TESTS AND GRADES AND

7
8

Teacher Training
INTRODUCTIONS, ROUTINES, PROCEDURES,
AND PRE-TEST

UNIT: 10.4 My World (6 weeks)

UNIT: 10.5 Create (6 weeks)

OTHER SCHOOL ACTIVITIES

Integrated Assessment 10.4

Poetry (Sensory Imaginery, Tone, Voice, Mood, Figurative
Language and Symbolism), Identification of Elements of Drama

OTHER SCHOOL ACTIVITIES

REQUIRED SIGNATURES

Submitted by:
Certified by:

Date:
Date:

TEACHERS SIGNATURE:
TEACHERS NAME:
PRINCIPALS SIGNATURE:
PRINCIPALS NAME:

*This syllabus is subject to change at any time in agreement with school principal. Parents will notified
with the students.
_____________________________________
Parent Signature
NOTE:

___________________________________
Date

IT IS VERY IMPORTANT TO WRITE THE INDICATORS FOR THE GRADE LEVEL YOU ARE
OFFERING.
El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.